Download or read book Ability grouping and Secondary Student Attributions of Success and Failure in Hong Kong and Shanghai written by Aohua Ni and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: There are international differences in the degree to which students attribute their failures to internal factors or external factors. These differences appear not only between countries, but also within China and between the school systems of Shanghai and Hong Kong. Many researchers interested in cross-cultural comparison have explored differences in students' attributional thinking. By contrast with past cross-cultural research, this thesis looks at variations in attributions within contemporary Chinese culture, because students' school experiences vary widely between Hong Kong and Shanghai. All students are ability grouped in 10th grade in both cities. However, only Hong Kong students are ability grouped in 9th grade, while Shanghai students are expected to attend a neighborhood school. Because the students in each city share a similar cultural background, the thesis explores the possibility that there are 9th-10th grade differences in their attributions of success and failure caused by differences in the ability grouping during students' transitions to 10th grade. I first review the education policies of Shanghai and Hong Kong. My policy analysis considers that ability grouping and education system structure can be a possible explanation for the differences in students' attributions. Then I use PISA student questionnaire item #44, "Attributions of failure" as an illustration of how students' attributional differences might be explained by differences in ability grouping between these two cities.

Download or read book The Effects of Within Class Ability Grouping on Primary Students Academic Achievement written by Hiu-Wing Michelle Wu and published by Open Dissertation Press. This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effects of Within-class Ability Grouping on Primary Students' Academic Achievement" by Hiu-wing, Michelle, Wu, 胡曉穎, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Ability grouping has been highly debated in the educational field for years. This study aimed to test the effect of ability grouping on Hong Kong children. A between-subjects design was used to investigate whether students' achievement in English would be affected by the practice of ability grouping 102 Hong Kong primary school children studying in Primary One took part in the investigation. All participants first undertook a pre-test that determined their ability level- high, average or low. 51 Students were then grouped homogeneously (HM) according to ability level while students from another 51 students were grouped in heterogeneous (HT) ability setting. After attending two English lessons on the topic of singular/plural noun, students completed the post-test and a survey on ability grouping. It was hypothesised that ability grouping would have positive effect on average and high ability students while low ability students would benefit more from heterogeneous grouping. The not significant effect between HM and HT groups, F(1,96)=0.210, p=0.648, and between the ability levels between two groupings, F(2,96)=0.020, p=0.980, found in this study failed to support the research hypotheses. The findings tended to support the work of Oakes (1985, 1995, 2005), Oakes and Lipton (1990) and Slavin (1987). Yet, it was suggested that no conclusion on the effectiveness of grouping on student learning could be reached. Further implications and recommendations were included in this research. Subjects: English language - Study and teaching (Primary) - China - Hong Kong Ability grouping in education - China - Hong Kong Academic achievement - China - Hong Kong - Psychological aspects

Download or read book The Relationship Between Motives Learning Strategies Attributions for Success and Failure and Level of Achievement Among Secondary School Students in Hong Kong written by and published by . This book was released on 1990 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: (Uncorrected OCR) ABSTRACT The interaction between causal attributions, motives and learning strategies as determinants of level of achievement was investigated, 284 subjects from Anglo-Chinese schools responded to the Academic Achievement Attribution and Learning Process Questionnaires. The results indicated that students attributed both academic success and failure more to internal than external causes. High achievers were higher on the achieving approach to learning (motive and strategy) whereas low achievers mainly adopted the surface approach; there was less difference between the two groups on the deep approach. The findings are interpreted in the light of cultural, contextual and situational influences; and practical implications are considered,

Download or read book A Case Study in Learning Failure and Success of High Ability Students written by Fung-Chun Angel Kwok and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "A Case Study in Learning Failure and Success of High Ability Students" by Fung-chun, Angel, Kwok, 郭鳳眞, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of dissertation entitled A case study in learning failure and success of high ability students Submitted by Kwok Fung Chun, Angel For the degree of Master of Education At the University of Hong Kong In August 2003 The present case study aimed at investigating the associations between goal orientations and learning success and failure, with respect to motivational and cognitive perspectives, of high English ability students in Hong Kong. Twelve F.2 students from a high ability class in a band one boys' secondary school participated in the study. The research was based, theoretically, on the goal orientations model constructed by Dweck (1999) and the goal orientations with approach and avoidance focus model modified by Elliot and Pintrich (2002). An amalgamation of quantitative and qualitative research methods was deployed to yield intertwined findings. The goal orientations of the subjects supported the goal orientation model developed by Elliot and Pintrich, but an exceptional case of a hybrid of goal orientations adopted by two individuals was found. In view of motivational and cognitive perspectives, the mastery oriented subjects were in high conformity with the i 3model, but insidious influence of peer comparison and parental expectation was conspicuous. In contrast, the approach performance oriented subjects, who suffered from the same negative motivational and cognitive perceptions as avoidance performance oriented subjects did, did not comply with the anticipation of the model. The assumption of mastery oriented and approach performance goal orientation leading to learning success vs. avoidance performance goal orientation leading to learning failure was generally confirmed. The exceptional cases of mastery-oriented student, Ho, leading to learning failure and avoidance-performance oriented student, King, showing positive motivational and cognitive perceptions were also probed. Implication of whether analyzing the association between learning success vs. failure and goal orientation merely by actual performance or by including students' motivational and cognitive perspectives was also discussed. ii 4 DOI: 10.5353/th_b2768534 Subjects: Academic achievement - China - Hong Kong Motivation in education - China - Hong Kong Junior high school students - Rating of - China - Hong Kong

Download or read book Achievement Orientation and Academic Causal Attribution of Chinese Students in Hong Kong written by Kit-Tai Hau and published by . This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Achievement Orientation and Academic Causal Attribution of Chinese Students in Hong Kong" by Kit-tai, Hau, 侯傑泰, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: iii Abstract of dissertation entitled 'Achievement Orientation and Academic Causal Attribution of Chinese Students in Hong Kong' submitted by Kit-Tai Hau for the degree of Doctor of Philosophy at the University of Hong Kong in June 1992. Various literatures seem to suggest that effort, endurance, hard work, and learning goals are emphasized in the Chinese culture. However, due to the keen competition for better educational opportunities, the children in Hong Kong may be quite performance oriented. The present research attempts to explore how these counteracting forces are influencing the academic achievement orientations and attributions of students in Hong Kong. There were totally seven separate but related studies in the whole research. The subjects were 603, 405, 559, 271, 609, 923, and 386 elementary, high school and university students respectively. Studies One, Two, and Three examined students' academic causal attributions, achievement goals (learning vs. performance-oriented), theories of intelligence (e.g., 'Is intelligence inborn?'), and perceived values of diligent and intelligent people (e.g., 'Are diligent people trustworthy?'). Age-related iv differences as well as the interrelations among the above conceptions were inspected and compared with those observed in Western cultures. Study Four helped to explain the results in various parts of the research through the examination of the exact causal dimensional meaning of the specific causes as perceived by the students (e.g., Is ability controllable?). Information integration model, a methodology totally different from those in Studies One to Three, was also used in Study Five to see how Chinese students perceive the role of effort and ability in immediate performance. The last part of the research, Studies Six and Seven, was constituted of two experimental studies on the applications of the attributional theory in actual classroom situations. The first experiment was on the attributional information of teachers' evaluative feedback and the other compared the effects of various attributional feedback. The findings of the whole research were explained in three main contexts: results consistent with previous findings in the West, results reflecting characteristics of the Chinese culture, and results suggesting age-related differences and possible changes in the learning environment at different educational levels. Generally, there were results suggesting a stronger emphasis of effort and learning (task-oriented) rather than ability and performance among Chinese. Lastly, limitations of the research and v directions for future studies were also discussed. DOI: 10.5353/th_b2986641 Subjects: Attribution (Social psychology) Students - China - Hong Kong Academic achievement - China - Hong Kong Achievement motivation

Download or read book The Relationship Between Motives Learning Strategies Attributions for Success and Failure and Level of Achievement Among Secondaryschool Students in Hong Kong written by Tak-Fong Irene Chan Ho and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Relationship Between Motives, Learning Strategies, Attributions for Success and Failure and Level of Achievement Among Secondaryschool Students in Hong Kong" by Tak-fong, Irene, Chan Ho, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: DOI: 10.5353/th_b2978346 Subjects: Secondary school students - China - Hong Kong Motivation in education Learning strategies

Download or read book Ability Grouping and Its Implications for Secondary Education in Shanghai written by Jie Qiong Liu and published by . This book was released on 2003 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Meaning of Achievement and Attributional Styles a Comparison of the New Chinese Immigrant and Non immigrant Students in Hong Kong written by and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: (Uncorrected OCR) Abstract This study aims at understanding how (1) the new immigrant and non-immigrant students in I long Kong define categories of achievement and, (2) how they attribute the success and failure in these categories thai are found to be important lo them. The new immigrant students are believed to be more under ilie influence of traditional Chinese culture while the non-immigrant students are more under Western cultural influence. The findings from the two groups are compared in order to sec if there arc significant differences between them that can be explained in terms of the cultural influences of the two groups. 298 participants (112 immigrant students and 186 nonimmigrant students) were invited to fill in a questionnaire. Immigrant students are defined as those Chinese new immigrants who have come to Hong Kong for two or less than two years, and participants in this study are new immigrant students attending grade 5 to 6 in their schools, with an average age of 13. 1 he two groups of participants were matched by their age, and therefore non-immigrant participants are students attending grade 7. The questionnaire consists of four parts: (1) the student's personal information, (2) importance ratings on success situations. (3) attribution lor the success situations, and (4) description of the attributes along the dimensions of locus of control, controllability and stability.

Download or read book HOW DO STUDENTS TEACHERS THI written by Tat-Yeung James Kuan and published by Open Dissertation Press. This book was released on 2017-01-26 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "How Do Students' and Teachers' Thinking Styles Predict Academic Achievement Among Hong Kong Secondary School Students?" by Tat-yeung, James, Kuan, 關達陽, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Thinking styles refer to one's preferred ways of using one's abilities. This study investigates whether or not students' thinking styles, teachers' thinking styles in teaching, and student-teacher style match can predict students' academic achievement in a range of academic subjects. The study also aims to compare its findings with those of studies involving different curricula and age groups to explore thinking styles' domain specificity. Two cohorts of final year International Baccalaureate Diploma students (N= 111) and teachers (N= 15) participated in this study. Students' thinking styles were assessed by the Thinking Styles Inventory-Revised II and teachers' thinking styles in teaching were measured by the Thinking Styles in Teaching Inventory. Students' thinking styles, teachers' thinking styles in teaching, and their absolute difference in thinking style scores were used to predict students' academic achievement after controlling for demographic information and students' abilities according to their performance on the Sternberg Triarchic Abilities Test-level H. Results indicated that students' internal and hierarchical styles significantly predicted better achievement in overall scores. The internal style also significantly predicted better achievement in English, Chinese, and theory of knowledge. Consistent with previous studies, the hierarchical style and other Type I intellectual styles based on other style models are often found positively related to academic achievement. However, the present findings are different from two studies that examined two different secondary school curricula in Hong Kong, in which Type II thinking styles predicted academic achievement. Findings suggested that the contribution of students' thinking styles on academic achievement was domain specific and varied depending on the curriculum. Moreover, contradicting to the field dependence/independence studies of teachers' styles, teachers' thinking styles in teaching did not predict academic achievement significantly in any subject in this study. Furthermore, student-teacher style match in the executive style predicted better academic achievement in biology, whereas a style mismatch in the local style predicted better achievement in mathematics. No significance difference in academic achievement was found when there was a style match or mismatch in English, Chinese, and physics. The contribution of style match to academic achievement varied across the five subjects, suggesting the contribution was domain specific and explained why the literature on style match research has inconclusive findings. Moreover, style match's contribution to academic achievement in mathematics was inconsistent with those in studies involving both younger and older age groups. The implications of this study are that style researchers must take into account of the curriculum, subject areas, age groups, and abilities of research participants when examining styles' contributions to academic achievement. Moreover, rather than aiming to match students' thinking styles, educators should teach utilizing diverse thinking styles to provide learning environments that alternate between style match and mismatch so students can learn to adapt. Subjects: Thought and thinking Academic achievement - China - Hong Kong

Download or read book The Effects of Within class Ability Grouping on Primary Students Academic Achievement written by 胡曉穎 and published by . This book was released on 2015 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effectiveness of Ability Grouping on Student Achievement of Low Ability Students at the Secondary Level written by Bruce Jarvi and published by . This book was released on 1993 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book How Shanghai Does It written by Xiaoyan Liang and published by World Bank Publications. This book was released on 2016-04-08 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Shanghai basic education system has garnered significant attention since its extraordinary performance in the 2009 and 2012 Programme for International Student Assessment (PISA), a global assessment of 15-year-olds’ educational abilities. Among the 65 participating economies in 2012, Shanghai-China ranked first on all three major domains of PISA, i.e. mathematics, reading, and science. Shanghai also stands out for having the world’s highest percentage of “resilient students†?, students from socio-economically disadvantaged backgrounds who emerge as top performers. Shanghai’s PISA story has generated intense discussions and diverse speculations in field of international educational development, and numerous studies have been done in the attempt to unravel the mystery. Missing from the picture however is a more comprehensive, systematic, in-depth, and objective rendition of the policies and practices of Shanghai basic education, benchmarked against others in key dimensions. This report presents an in-depth examination of how Shanghai scored highest in the areas of reading, science, and mathematics on PISA. It documents and benchmarks key policies in basic Shanghai education, provides evidence on the extent to which these policies have been implemented in schools, and explores how these policies have affected learning outcomes. The report uses PISA 2012 data to analyze Shanghai student achievement variation and to examine the extent school variables may be associated with the variation beyond family and student background. It also uses the World Bank’s Systems Approach for Better Education Results (SABER), an existing systems diagnostic and benchmarking tool, as an organizing framework and for data collection. School-based surveys and other existing research shed further light on educational impact and implementation. While the report attempts to adopt a systems approach, particular emphasis is placed on teachers, education financing, balancing autonomy and accountability, and student assessment.

Download or read book Creating Change to Improve Science and Mathematics Education written by Chong Ho Yu and published by Springer Nature. This book was released on 2020-03-23 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses the merits and potential shortcomings of Hong Kong STEM education from Grade 8 to Grade 12. Based on concurrent triangulated mixed-method methodology, which integrates both quantitative and qualitative procedures, it describes various change models and proposes new models that are considered compatible with Western cultures.

Download or read book Cracking the code written by UNESCO and published by UNESCO Publishing. This book was released on 2017-09-04 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.

Download or read book The Science of Reading written by Margaret J. Snowling and published by John Wiley & Sons. This book was released on 2013-04-22 with total page 922 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field

Download or read book Annual Report of the Director of Education written by Philippines. Bureau of Education and published by . This book was released on 1920 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reaching Higher written by Rhona S. Weinstein and published by Harvard University Press. This book was released on 2009-07-01 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: “She has a funny way of looking at you,” a fourth-grader told Rhona Weinstein about his teacher. “She gets that look and says ‘I am very disappointed in you.’ I hate it when she does that. It makes me feel like I’m stupid. Just crazy, stupid, dumb.” Even young children know what adults think of them. All too often, they live down to expectations, as well as up to them. This book is about the context in which expectations play themselves out. Drawing upon a generation of research on self-fulfilling prophecies in education, including the author’s own extensive fieldwork in schools, Reaching Higher argues that our expectations of children are often too low. With compelling case studies, Weinstein shows that children typed early as “not very smart” can go on to accomplish far more than is expected of them by an educational system with too narrow a definition of ability and the way abilities should be nurtured. Weinstein faults the system, pointing out that teachers themselves are harnessed by policies that do not enable them to reach higher for all children. Her analysis takes us beyond current reforms that focus on accountability for test results. With rich descriptions of effective classrooms and schools, Weinstein makes a case for a changed system that will make the most of every child and enable students and teachers to engage more meaningfully in learning.